英语毕业论文的提纲范文

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英语毕业论文提纲格式_论文格式_

英语毕业论文提纲格式英文提纲怎么写呢?对于毕业生而言，论文提纲的撰写是非常的重要的。

下面是小编分享的英语毕业论文提纲格式，欢迎阅读学习!英语毕业论文提纲格式一、目的和意义英语专业的毕业论文写作是完成本科教学计划、实现本科培养目标的重要阶段;是对学生的英语实践技能、英语语言知识、经贸英语知识以及其他相关学科知识、全面素质、研究与创新能力进行检验考核的重要手段;是学生学士学位资格认证的重要依据;是衡量、评估英语专业教学质量与水平的重要内容之一。

二、选题原则毕业论文选题应从本专业培养目标的要求出发，结合学科发展的动态和研究现状，尽可能使其具有发展与创新的空间，从而有利于巩固和拓宽学生的知识面，有利于对学生进行科研能力基本训练以及独立工作能力的培养。

毕业论文属于研究性论文，讲求一定的学术性，但其要求与目的有别于刊于学术杂志的学术论文，因而为确保学生在教学计划规定的时间内，在教师指导下完成所要求的工作，选题应遵循如下基本原则：1、选题须符合教学大纲的基本要求和人才培养的基本规格，须体现专业训练的基本内容，须与所学的专业知识相衔接。

2、选题须充分考虑学生的语言能力、知识构成和专业兴趣。

3、选题的类型应多种多样，力求有益于学生综合运用多学科的理论知识与技能，有利于培养学生独立工作的能力。

4、选题须考虑完成的工作量与所需的时间应符合教学计划的要求，内容既要有探索、钻研的余地，又要考虑完成的可能性。

工作量原则上应控制在经过努力能够在规定的时间内完成规定任务的范围内，以保证教学任务的完成。

三、类型及基本要求英语专业毕业论文依据学术性质和类型不同应符合如下要求：1、语言及语言学研究类论文就本科毕业论文而言，纯语言研究无论在理论知识的储备上，还是在语料的收集上都有很大难度，不宜提倡。

此类论文可以在语言结构(语音、语法、词汇、语篇等)，语言运用(独特的语言现象、语言手段、语言变化等)，语言文化(文化对语言理解、使用和学习的影响等)，两种语言对比等领域进行应用性的研究。

关于英语专业毕业论文提纲优质范文.doc

英语专业毕业论文提纲范文一、英语谚语的概述1.1.对谚语的一般定义，并概括英语谚语的基本特点(3—5条)1.2.结合谚语与语言的关系，简要论述英语谚语来源的一般性概述这一部分大体写2000字。

二、西方的宗教传统与英语谚语的本源关联2.1对基督教的历史做一简单的概述，同时对《圣经》对基督教的核心意义与价值做一简单的说明2.1.1. 简述西方的宗教传统，或者基督教的历史2.1.2. 对基督教的基本信义做一简单的概述，从下述几个方面：(1)对基督教的只信仰一个唯一的上帝，不容许进行偶像崇拜;(2)原罪的观念与救赎的观念：涉及末世审判、救赎恩典和得救的观念(3)爱是基督教信仰的核心，核心是爱上帝，同时爱每个人归根结底，基督教是一种高级的精神性宗教，深深地浸透入了西方世界的每一个角落2.2英语谚语与基督教的关系，特别是《圣经》的英译对英语的影响(1)《圣经》历史上的英译本，主要讲钦定本的诞生和影响(譬如扩大了英语的词汇量、增强了英语的表意功能、增加了英语的表意手段等等)(2)通过一些简单的例证来说明从拉丁语翻译到英语这一过程的影响与意义(如可以举例一些特殊的词语、句式等说明，做好这一部分关键是找到好的研究资料)三、对源于《圣经》的谚语进行分析，揭示其宗教、文化内涵(选取若干源于《圣经》的谚语进行具体的、细致的分析，以揭示谚语背后的宗教内涵和英语所负载的宗教文化意义。

)1.选取15—20条有代表性的谚语进行分析，(1)简述一下选取分析对象的标准首先这些谚语必须来源于《圣经》或者有《圣经》直接引伸出来，其次这些谚语必须是应用较广，家喻户晓，且包含特定的智慧(2)对这些谚语进行分析我们的分析角度或方法是：1、要将这些谚语放到《圣经》的文本中去，也就是要将其放回到具体的语境中，在具体的故事或圣经人物的言说中领会这些谚语的内涵2、可以适当的结合这些谚语的修辞、句式结构等来分析2.对上述谚语分析之后，从若干角度进行文化内涵的总结和概括这些谚语的内在价值：道德规范、人生智慧、这些谚语的功能：宗教教化功能、规导劝慰功能、(这些价值功能关键的根据所选谚语的分析来确定，有新的发现可适当再添加)这一部分为本文的主体部分，在3500字左右附：拟订提纲的步骤与方法第一步，明确文章的大小题目。

英语教学毕业论文提纲

英语教学毕业论⽂提纲英语教学毕业论⽂提纲模板精选3篇论⽂提要是内容提纲的雏型。

⼀般书、教学参考书都有反映全书内容的提要，以便读者⼀翻提要就知道书的`⼤概内容，下⾯是⼩编为⼤家推荐的3篇英语教学毕业论⽂的提纲模板，希望⼤家喜欢! 英语教学毕业论⽂提纲模板⼀ Abstract 5-6 摘要 7-9 1. Introduction 9-11 1.1 Background of the Research 9 1.2 Significance of the Research 9-10 1.3 Structure of the thesis 10-11 2. Literature Review 11-19 2.1 Some Attempts to Define expert and novice teacher 11-13 2.2 An overview of studies on teaching behaviors 13-16 2.3 An overview of the characteristics of expert teachers' teaching behaviors 16 2.4 Limitations of the Previous Studies 16 2.5 Theoretical bases 16-19 3. Research Design 19-25 3.1 Subjects 19-20 3.2 Observed teaching tasks 20-21 3.3 Classification of English teachers’ teaching behaviors 21-22 3.4 Research method 22-24 3.5 Research Procedures 24-25 4. Data Analysis and Discussion 25-51 4.1 Diversity in Speech Presentation behavior 25-33 4.2 Diversity in Text Presentation 33-38 4.3 Diversity in Action Presentation (body language) 38-40 4.4 Diversity in interaction behavior 40-51 5. Conclusions and Implications 51-55 5.2 Pedagogical Implications 53-54 5.3 Limitations and recommendations for the Further Research 54-55 Acknowledgments 55-56 References 56-59 Appendix I Classroom observation worksheet of teaching behavior 59-61 Appendix II 唐卫海提问⾏为类别观察表 61-62 Appendix III 攻读硕⼠学位期间发表的论⽂ 62 英语教学毕业论⽂提纲模板⼆ Abstract 3-4 摘要 5-7 Tables 7-10 1. Introduction 10-14 1.1 Research Questions 11 1.2 The purpose and significance of this research 11-12 1.3 Layout of thesis 12-14 2. Literature Review 14-24 2.1 The concept and connotation of teaching journal 15-17 2.2 The Content of teaching journal 17-20 2.3 Reflective level 20 2.4 The styles of teaching journal 20-24 3.Research Design 24-26 3.1 Purpose of Research 24 3.2 Subjects 24 3.3 Instruments 24-25 3.4 Procesures of research 25 3.5 Data collection 25-26 4. Results and Discussions 26-52 4.1 Results and discussions of quesionnaire 26-32 4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45 4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52 5. Methods to Improve Teachers' Reflective Ability 52-56 5.1 Problems in the process of reflection 52-53 5.2 The ways to improve teachers' reflective ability 53-56 6. Conclusion 56-58 6.2 Limitations 56-57 6.3 Suggestions for future research 57-58 Acknowledgements 58-60 Bibliography 60-64 Appendix 64-65 英语教学毕业论⽂提纲模板三 Abstract 3-4 摘要 5-8 1. Introduction 8-12 1.1 Research background 8 1.2 Significance of the study 8-10 1.3 Organization of thesis 10-12 2. Literature Review 12-22 2.1 Language learning strategies 12-15 2.1.1 Definition of the language learning strategies 12-13 2.1.2 Classification of learning strategies 13-14 2.1.3 Studies on learning strategies 14-15 2.2 Language learning styles 15-18 2.2.1 Definition of language learning style 15 2.2.2 Classification of language learning style 15-17 2.2.3 Studies on language learning style 17-18 2.3 Learning strategies training 18-19 2.4. Review of the relationship of learning strategies and learning styles 19-22 3. Methodology 22-33 3.1 Purposes 22 3.2 Hypotheses 22 3.3 Research participants 22-23 3.4 Instruments of the research 23-24 3.4.1 Questionnaire 23 3.4.2 Observation 23-24 3.5 Procedures 24-33 3.5.1 Pre-treatment questionnaire 24-25 3.5.2 Language learning strategy training instruction 25-30 3.5.3 Post-treatment questionnaire 30-33 4. Results and Discussion 33-47 4.1 Results of the questionnaire 33-43 4.1.1 The results of the T-test in pre-treatment questionnaire 37-40 4.1.2 The results of the T-test in post-treatment questionnaire 40-43 4.2 Discussion 43-47 4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44 4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45 4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47 5. Conclusion 47-49 5.1 Major findings 47-48 5.1.1 The learning styles of the senior high students were tended to be various 47-48 5.1.2 The language learning strategy training can expand or even changethe language learning styles 48 5.2 Limitations and recommendations for further study 48-49 Acknowledgements 49-51 Bibliography 51-55 Appendix 55-61 AppendixA 关于英语学习风格的问卷调查 55-59 AppendixB 英语学习策略培训观察量表 59-60 AppendixC Listening Material 60-61。

英语论文提纲范例大全13篇

英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。

英语毕业论文提纲模板文档2篇

英语毕业论文提纲模板文档2篇English thesis outline template document编订：JinTai College英语毕业论文提纲模板文档2篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。

本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文提纲模板文档2、篇章2：毕业论文提纲如何设计文档篇章1:英语毕业论文提纲模板文档contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideologies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel, selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)drugs (9)3.3.2 homosexual (10)4.the same conduct (10)4.1 beats of satan and angles (10)4.2 rockers conduct of the two sides (11)conclusion (13)篇章2:毕业论文提纲如何设计文档【按住Ctrl键点此返回目录】【摘要】：由于房产市场销售业绩的上升,银行的个人住房抵押贷款业务量也随之加大,这不但给银行带来了丰厚的利润,也产生了极大的风险,本文就住房抵押贷款风险进行深入探讨。

英文提纲作文模板范文

英文提纲作文模板范文英文：Outline writing is an essential skill that every student should learn. It helps to organize your thoughts and ideas, making it easier to write a coherent essay. In this article, I will provide a template for writing an outline and explain how to use it effectively.Firstly, start with a clear and concise thesis statement. This will be the main point of your essay and should be included in the introduction of your outline. Next, create subheadings for each of the main points you want to make in your essay. These subheadings should be in chronological order and should support your thesis statement.Under each subheading, write a few bullet points to summarize the key ideas you want to discuss. These bullet points should be specific and detailed, providing evidenceand examples to support your argument. Remember to include transitional phrases between each subheading to ensure a smooth flow of ideas.Once you have completed your outline, review it to ensure that it is well-structured and coherent. Make any necessary revisions and ensure that your ideas are presented logically and clearly. Finally, use your outline as a guide when writing your essay, referring back to it as you write to ensure that you stay on track and address all of the key points you outlined.中文：提纲写作是每个学生都应该学会的重要技能。

【推荐】英文论文大纲范例-范文模板 (10页)

本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英文论文大纲范例篇一：英语论文提纲范例Title:1. Introduction1.1. Understanding “interaction”1.1.1. “Interaction” in socio-culture theory1.1.2. Classroom interactions1.2. Classroom discourse1.2.1. What is classroom discourse?1.2.2. IRF Content-analysis of classroom discourse2. Classroom questioning and the function2.1. Definition of classroom questioning2.1.1. Conception of classroom questioning and its development2.1.2. The criteria for effective questioning in the classroom2.2. Categories of questioning and their functions the previously learnt structural knowledge)2.2.1 Questioning for linguistic knowledge (for students to recall or remember2.2.2 Questioning for comprehension (for students to translate, to grasp the meaning of materials)2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)3. Investigation on classroom questioning3.1 Purpose and object of investigation3.2 Method of investigation4. Conclusion篇二：英语毕业论文的提纲样本本科毕业论文的提纲格式样例A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等；重点放在研究发现上。

英文毕业论文提纲

英文毕业论文提纲英文毕业论文提纲论文提纲是作者构思谋篇的具体体现。

便于作者有条理地安排材料、展开论证。

提供了英文毕业论文的提纲，一起来看看吧！英语专业论文大纲写范例一：题目：英文个人陈述中的`态度资源分析ContentsChapter 1 Introduction1.1 Research Background1.2 Significance of the Study1.3 Research Goals and Questions1.4 Data Collection and Methodology1.5 Analysis Procedures1.6 Organization of the ThesisChapter 2 Literature Review2.1 Introduction to Appraisal Theory2.2 Studies on Appraisal Theory2.2.1 Studies on Appraisal Theory Abroad2.2.2 Studies on Appraisal Theory at Home2.3 Studies on Personal Statements2.3.1 Introduction to Personal Statement2.4 SummaryChapter 3 Theoretical Framework3.1 An Overview of Attitude System3.2 Affect Resources3.3 Judgment Resources3.3.1 Social Esteem3.3.2 Social Sanction3.4 Appreciation Resources3.5 Interactions of Affect, Judgment and Appreciation3.6 Borders of Affect, Judgment and Appreciation3.7 SummaryAppendix 1: Papers Published during Graduate StudiesAppendix 2: Some Samples of the StudyReferencesAcknowledgements英语专业论文大纲范例二：题目：归化异化视角下对汉语俗语翻译的比较分析研究-以《三国演义》两个英译本为例CONTENTSChapter One Introduction1.1 Background1.2 Purpose of the Study1.3 Significance and Innovations1.4 Structure of the ThesisChapter Two Literature Review2.1 Domestication and Foreignization2.1.1 Foreignization and Domestication Abroad2.1.2 Foreignization and Domestication in China2.2 Chinese Common Sayings2.2.2 Researches on Chinese Common Saying Abroad2.3 Researches on the English Translation Versions of San Guo Yan Yi2.3.1 San Guo Yan Yi and Its English Translations2.3.2 Previous Study on English Translation Versions of San Guo Yan YiChapter Three Methodology3.1 Research Questions3.2 Data Collection3.3 Research MethodologyForeignization for Moss Roberts and C.H. Brewitt-TaylorChapter Four ConclusionBIBLIOGRAPHYACKNOWLEDGEMENTS。

硕士生英语毕业论文提纲样本

硕士生英语毕业论文提纲样本硕士生英语毕业论文提纲样本英语论文提纲-英语硕士毕业论文提纲Title: Analysis and Case Study of the risk management of Chinese State-owned Enterprises -- Non-financial enterprises viewRelated Module: The author will choose the risk management strategy, operational management and corporate strategy modules.Abstract:Risk management is one kind of new management subject. Because theories of risk management are based on the United States commercial companies at the beginning; big gaps of cultures in east and west world as well as the huge differences between China’s state-owned companies background and commercial companies’, there are lots of differences between Chinese risk management, especially the state-owned companies, and western developed countries companies’ risk management. There are increasing number of researches regarding the risk management, however, only few researches is about the differences of the risks management in China and in other countries. These differences have already impacted the Chinesefirms’management and the risk management performances, such as risk identification and forecast.This dissertation will discuss the differences of risk management in China’s state-owned enterprises and foreign companies first of all. Moreover, the author will try to explore the reasons of these differences and how these differences effect the Chinese national-owned companies’operations and risk management performances. After that, the author will compare the differences of risk management process. Finally, the author will summary the China’s state-owned companies special features and try to provide some suggestions of amending the risk management tools in the state-owned companies. This dissertation will choose the China Aviation Oil (Singapore) corporation Ltd as the case of China state- owned company.Section 1: the importance of the research topic(这个不要) and research backgroundRisk management is one kind of new management tools and conceptions in China, especially in China’s state-owned companies. The risk management entered into（不要） China just around 15 years ago (Xiaobo Wu, 2008). Like other management theories, totally copying the western developed countries’ risk management theories and experience does not work in China, particularly in some state-owned companies. Because the different cultures and special business circumstances as well as state-owned company’s special backgrounds, the risk management theories have to be amended according toChinese actual situations. In some state-owned companies, bankrupt just started from around 20 years ago and the state-owned companies never bankrupt at all before, because people believed the bankrupt only belonged to capitalist society. Moreover, theChina’s state-owned enterprises received the orders from the government and sell the products to special target customers before 1980s. Any lost would be filled by the Chinese central government. While, the risk management researches, usually, are based on the firms, which develop in the competition business circumstances. Therefore, identifying the differences of the business environments, including macro and micro economics, seems to be very important for the risk management effectively using in China’s state-owned companies. Only clearly know the differences of the risk management, we can amend the risk management skills to suit Chinese actual business world. When we clearly know the differences of business environments in China and other developed countries, we can summary the Chinese risk management features.Moreover, there are limited risk management researches in relation to China’s state-owned enterprises. Most of these limited research focused on the internal financial management or audit. The author prepares to compare the differences based on strategy level and fill this gap. At present, lots of Chinese state-owned firms hope to use the Chinese risk management system to control their risks, no matter on operational risks, political risks or other risks. Many firms are still in risk management conception introduction stage. They wish to have effective risk management tools with low costs. From the research, the author will summary how the state-owned enterprises managers use the risk management tools to forecast and control the risks.The author can use the risk management course knowledge to evaluate the current Chinese business environments and the advantages and weaknesses of the current risk managementprocess and tools in state-owned enterprises. In addition, the author can use the marketing and strategy knowledge to analyze the Chinese risk management. Culture and social environment are the main sources to form these differences.Section 2: research and dissertation aimsThis dissertation’s goal is to find out the differences of the business environments of risk management between China’s state-owned companies and other developed countries’ firms and summary how Chinese national-owned companies’managers forecast and control these risks by the amended risk management theories and tools.In order to achieve this aim, the author has the following objectives.Aim one: identify the China’s state-owned firms’ special business environment and background as well as some culture differencesAim two: identify the Chinese state-owned firms’ successful risk management experience and some theories weaknesses which need to be amendedAim three: summary the successful experience of China’s state-owned enterprises’risk management and the amended risk management tools.Section 3: Literature reviewCorporate Strategy and Risk Management, which compile by The Chinese Institute of Certified Public Accountants, described the general risk management conceptions in China and some state-owned companies(概念重复吧！？). This book shows me the risks management general knowledge and some differences between Chinese risk management and foreign risk management. This book also introduces some knowledge in relation to theCOSO intern-control framework. However, this book does not pay attention to the using of the kind of theories in practice, especially the risk management in China’s state-owned firms.Coso report：Framework, which compiled by Committee of Sponsoring Organization of the Treadway Commission (COSO) is one of my major source of the risk management theory. This report describes the whole internal control theories and some conceptions. In order to control the internal risks effectively, there must be five supporting factors; Control environment, Risk assessment, Control Activities, information and Communication and Monitoring. This book assisted me with more internal control knowledge and stimulate my interesting to explore the Chinese internal controlling management. But, this report is just the principle of the risk management. How we can connect the risk management principles with the practice, particularly state-owned enterprise risk management seem to be discussed by the author.Risk Management –an international journal was edited by Denis Smith, Dominic Elliott and Alan Irwin. This book gave me a general framework on how to analyze the Chinese risk management environment and the risk management differences among different countries. Moreover, some of the new risk management points in the state-owned firms gave me a lot of helps to understanding(去掉) the dissertation topic.Corporate Risk Management, (Tong Merna and Faisal F.Al -Thani) showed me the risk management from corporate aspect. At the beginning, the risk management research focused on finance and insurance industries. There are some books using the finance and insurance industries experiences and research results to describe the corporate risk management, which lack ofworkableness for the companies. However, this book disclose the internal risk forecast, assessment, planning, monitoring and controlling aspects of the corporate risk management. It is also describe the risk management in corporate level, strategic business level and project levels. This book stimulates my interesting in exploring Chinese national-owned companies risk management.Section 4: MethodologyGeneral speaking, the author will use my (什么意思啊！？加上own) research method----combine history research, statistics and data research and theory study together.a)Secondary resources1)Official reports and statistical data from the companies and outside of the companiesBecause of the different owners of the data and different statistics approaches, I decide to use information and resources from inside of the companies and outside of them. Inside of the companies, that means data from companies, such as company annual report. Outside of the company, that means the data or reports from other worldwide organization or other countries’statistics data, such as from IMF, WTO, OECD or other magazines’reports.2)Books and other research resultsThe author will use official magazines’reports and some relevant books research results. Other scholars and people’s research results are also very important for my research. The author will mainly focus on English books and journals’ research results; However, because the author decided to use the China Aviation oil (Singapore) corporation Ltd as the case of Chinese national owned company, the author may use some Chinesereports or books’ researching results or data.b)Research the typical historical eventsThe author will mention some mile-stone events in Chinese national-owned company’s development history and risk management in Chinese history, because the Chinese government play a critical role in Chinese national-owned companies’development. These events also show us the importance of the Chinese government and the political risks.c)Theory studiesThe author will focus on some theories studies both on risk management and strategy management theories. I may use Geert Hofested’s five factors, such as Power distance, individualism, long term Orientation and Masculinity, to evaluate the difference of cultures between Chinese culture and American cultures in order to find the critical factors to influence the risk attitude.Section 5: Detailed plan of research.The author will use the following three approaches to obtain the relevant information.First of all, the author will search for the relevant information from Internet. Although the Internet is academicals resources, the author can obtain some general ideas and other peoples’comments regarding the risk management in state-owned firms. After all, the author has no working experience in the stated-ow ned companies, especially in the risk management department. The internet can provide some general knowledge regarding the risk management and other relevant information in the state-owned companies, especially the China aviation Oil (Singapore) company.Secondly, the author will read and adopt some ideas fromsome books and e-journals（去掉e-）. They are the main resources of this dissertation. Based on other scholars’ research results, the author can summary their points’merits and weaknesses and build the author’s own theory. All the other people’s points and their ideas will be referred by the author in the dissertation.(会那么全面吗？建议去掉all) The author will obtain this kind of resources via the university library. However, some e-data（去掉e-） still need to be paid.Finally , after searching the relevant information and data,the auther will start to write the dissertation. This dissertation will contain five parts: introduction, literature review, relevant theories analysis of risk management, case study of China aviation Oil (Singapore) company and conclusion.The dissertation timetable:Stage one: the author will collect information, including reviewing the dissertation structures and the theories. This stage will be finished in the middle of July.Stage two: the author will start to write the dissertation and plan to finish the introduction, literature review and Chapter one. The totally words will be around 4000 words. This work will be finished at the beginning of August.Stage three: the author will finish the first draft and send it to the professor to review it. This stage will be finish at the end of August. The author will amend the dissertation, after receiving the feedbacks from the tutor.Stage four: the author will finish the whole dissertation and other relevant documents. Before the deadline, the author will double check the dissertation English（为何加一个english,不知道什么意思，删掉） and structures and then, print it and submit it.Time line:Figure 1 Dissertation time lineSection 6: Short statement on ethical considerationsFirst of all, during the research, the author will not discuss which culture is better or the managers’ personalities, although the managers personalities may influence the enterprises’ risk management. Moreover, the author will do （去掉）not discuss any political issues, especially evaluate the government behaviours.Reference:Xiaobo Wu, (2008), Thirty years of China business, page 178,China CITIC press, 2008。

英语毕业论文提纲范文

英语毕业论文提纲范文下面是店铺整理的英语毕业论文提纲范文，希望对大家有帮助。

英语毕业论文提纲范文一：contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideologies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)3.1.1 beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel,selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)3.3.1 drugs (9)3.3.2 homosexual (10)4. the sa me conduct (10)4.1 beats of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (13)英语毕业论文提纲范文二：摘要：The thesis statement should be as specific as possible. By writing a specific thesis statement, you focus on your subject and give yourself and your reader a clearer idea of what will follow in the body of the essay.your plan, and later in your essay, follow a logical order. The rule for writing is this: use your common sense and plan ahead. Do not leave the order of your paragraphs to chance.How many types of order can be used in thesis writing?What are they?Ordering the Paragraphs within the EssayThe types of order often used in single paragraphs— time order, space order, and order of climax— can sometimes be used to arrange paragraphs within an essay. Essays about subjects that can be broken into stages, with each step discussed in oneparagraph, should be arranged according to time. Space order is used occasionally in descriptive essays. A writer who wishes to save the most important or convincing paragraph for last would use order of climax. Or he or she might wish to reverse this order and put the most important paragraph first.Very often, however, the writer simply arranges paragraphs in whatever order makes sense in that particular essay.Expanding the One-paragraph PlanAn essay is like an expanded paragraph.For this reason, any plan for developing a paragraph can also be used to develop an entire essay. It is up to the careful writer to choose the pattern that is best suited to his or her purpose and to the kind of essay required.Linking Paragraphs within the BodyJust as the sentence within a paragraph should flow smoothly, so the paragraphs within an essay should be clearly linked one to the next. As you write your essay, do not make illogical jumps from one paragraph to another. Instead, guide your reader. Link the first sentence of each new paragraph to the thesis statement or to the paragraph before.Here are four ways to link paragraphs:Linking Paragraphs within the BodyRepeat key words or ideas from the thesis statement.Refer to words or ideas from preceding paragraph. Link the first sentence of a new paragraph to the paragraph before, especially by referring to words or ideas near the end of that paragraph.Use transitional expressionsUse transitional sentencesUse all four methods of linking paragraphs as you write youressay.ChecklistNarrow the topic to one that you can discuss fully and well in an essay.Write a clear statement.Brainstorm ideas to support your statement.Choose some main ideas to support the thesis statement.Write a topic sentence that expresses each idea.Decide on a logical order in which to present the paragraphs in the body.Plan the body of each paragraph, using paragraph development.Write the first draft of your essay, linking paragraphs clearly to each other.Check for unity, logic, and coherence; revise and rewrite as necessary.Proofread for errors in grammar, sentence, structure, spelling, and mechanics.Three Types of Common Errors:Language/Ideas/FormatConsideration: How many kinds of specific errors you are likely to make in your writing? How to avoid them?。

英语专业毕业论文提纲

英语专业毕业论⽂提纲英语专业毕业论⽂提纲时间过得真快，⼤学⽣活即将结束，我们都知道毕业前要通过毕业论⽂，毕业论⽂是⼀种⽐较重要的`检验⼤学学习成果的形式，毕业论⽂我们应该怎么写呢？下⾯是⼩编精⼼整理的英语专业毕业论⽂提纲，欢迎⼤家借鉴与参考，希望对⼤家有所帮助。

英语专业毕业论⽂提纲篇1 Acknowledgements 4-6 Contents 6-10 List of Figures 10-12 List of Tables 12-20 Abstract 20-22 摘要 23-25 Chapter 1 Introduction 25-32 1.1 Purpose of the study and research questions 28-29 1.2 Significance of the study 29-30 1.3 Organization of the study 30-31 1.4 A note on terminology 31-32 Chapter 2 Literature review 32-51 2.1 T/TP and coherence in English writing 32-35 2.1.1 Defining coherence 32-33 2.1.2 T/TP as means to realize coherence 33-35 2.2 T/TP in EFL/ESL writing 35-42 2.2.1 T/TP and coherence in EFL/ESL writing 35-37 2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42 2.3 T/TP in English research articles by EFL/ESL scholars 42-44 2.4 The factors that influence T/TP in EFL/ESL writing 44-47 2.5 Training in T/TP 47-49 2.6 Summary 49-51 Chapter 3 Theoretical background 51-70 3.1 Systemic Functional Grammar 51-55 3.1.1 Five dimensions of language as a semiotic system 51-53 3.1.2 Three metafunctions of language as a functional system 53-54 3.1.3 Three lines of meaning from metafunctions 54-55 3.2 Theme and thematic progression 55-70 3.2.1 Theme 56-62 3.2.2 Thematic progression 62-70 Chapter 4 Research Design 70-88 4.1 The participants and the educational context 70-73 4.1.1 Background of the participants and the participating school 70 4.1.2 The allocation of participants to the training 70-71 4.1.3 The sample sizes 71-72 4.1.4 The pilot study 72-73 4.2 The interventional procedures 73-74 4.3 The questionnaire 74-75 4.4 The training 75-80 4.4.1 Considerations behind the training 75-76 4.4.2 The training material 76-79 4.4.3 The role of the researcher as the trainer 79-80 4.5 Data analysis 80-86 4.5.1 Analysis of the writing 80-86 4.5.2 Analysis of the questionnaire 86 4.6 Ethical considerations 86-88 4.6.1 Informed consent 86-87 4.6.2 Anonymity 87 4.6.3 Harm 87-88 Chapter 5 Results and analysis of pre-training writing 88-115 5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102 5.1.1 Topical,textual and interpersonal Themes 88-91 5.1.2 Topical Themes:marked and unmarked Themes 91-95 5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100 5.1.4 Interpersonal Themes 100-102 5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110 5.2.1 Linear,constant,summative and split progressions 102-107 5.2.2 Back,contextual and new Themes 107-110 5.3 Summary 110-115 Chapter 6 Results and analysis of post-training writing 115-137 6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129 6.1.1 Topical,textual and interpersonal Themes 115-117 6.1.2 Topical Themes:marked and unmarked Themes 117-121 6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126 6.1.4 Interpersonal Themes 126-129 6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132 6.2.1 Linear,constant,summative and split progressions 129-131 6.2.2 Back,contextual and new Themes 131-132 6.3 Summary 132-137 Chapter 7 Results and analysis of pre- and post- training writing 137-155 7.1 Comparison of Themes in pre- and post- training writing 137-147 7.1.1 Topical,textual and interpersonal Themes 137-139 7.1.2 Topical Themes:marked and unmarked Themes 139-142 7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145 7.1.4 Interpersonal Themes 145-147 7.2 Comparison of thematic progression in pre- and post- training writing 147-150 7.2.1 Linear,constant,summative and split progressions 147-149 7.2.2 Back,contextual and new Themes 149-150 7.3 Summary 150-155 Chapter 8 Results and analysis of the questionnaire 155-165 8.1 Findings from closed questions 155-160 8.1.1 EEL participants general attitude to training on T/TP 155-157 8.1.2 EEL participants perception of the usefulness of the training on T/TP 157-158 8.1.3 EEL participants perception of the learnability of T/TP 158-159 8.1.4 EEL participants perception of the applicability of T/TP in writing 159-160 8.2 Findings from open questions 160-164 8.2.1 The changes that occurred 161-162 8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163 8.2.3 The reasons for the perceived difficulty in learning 163 8.2.4 EEL participants suggestions for future training 163-164 8.3 Summary 164-165 Chapter 9 Discussion 165-195 9.1 Findings with regard to research questions 165-187 9.1.1 Chinese college students use of T/TP in pre-training writing 165-172 9.1.2 Chinese college students use of T/TP in post-training writing 172-181 9.1.3 Effects of the training on T/TP in Chinese college students English writing 181-187 9.2 Positioning the study within the literature 187-190 9.2.1 T/TP in Chinese college students English writing 187-189 9.2.2 Effects of training on Chinese college students use of T/TP 189-190 9.3 Implications 190-194 9.3.1 Pedagogical implication 190-193 9.3.2 Methodological implication 193-194 9.4 Limitations 194-195 Chapter 10 Conclusion 195-200 10.1 Summary 195-197 10.2 Putting everything together 197-199 10.3 Suggestions for future work 199-200 Notes 200-202 References 202-214 Appendix 1: Plan for the interventional procedures 214-215 Appendix 2: The post-training questionnaire 215-217 Appendix 3: Training material 217-229 Appendix 4: Teachers guide to the training 229-237 Appendix 5: Consent form for EEL group 237-238 Appendix 6: Consent form for CEL group 238-239 Appendix 7: Consent form for NS group 239 英语专业毕业论⽂提纲篇2 中⽂摘要 3-4 ABSTRACT 4 Chapter One Introduction 7-10 1.1 Motivation of the present study 7-8 1.2 Significance of this study 8 1.3 Composition of this thesis 8-10 Chapter Two Literature Review 10-19 2.1 Language production 10-14 2.1.1 L1 Production 10-11 2.1.2 L2 Production 11-12 2.1.3 Dimensions of language production 12-14 2.2 Theories on oral output 14-15 2.2.1 Skehan’s dual-model system 14 2.2.2 Swain’s Output Hypothesis 14-15 2.3 Task Repetition 15-17 2.3.1 Task 15-16 2.3.2 Task repetition 16-17 2.4 Relevant studies on effects of task repetition on L2 oral output 17-19 CHARPTER THREE THE CURRENT STUDY 19-25 3.1 Research justification and questions 19 3.2 Hypothesis 19-20 3.3 Methods 20-25 3.3.1 Participants 20-21 3.3.2 Material 21 3.3.3 Research design 21-23 3.3.4 Measures 23-25 Chapter Four Results and Discussion 25-41 4.1 Results and Analysis 25-34 4.1.1 Quantitative analysis 25-27 4.1.2 Qualitative analysis 27-34 4.2 Discussion 34-41 4.2.1 Fluency 34-36 4.2.2 Complexity 36-38 4.2.3 Accuracy 38-39 4.2.4 interlanguage development path of learner L 39-41 Chapter Five Conclusions 41-44 5.1 Conclusion and implication 41-43 5.2 Limitations and recommendations 43-44 Acknowledgements 44-45 References 45-49 Appendixes 49-54 A. Instructions of the experiment 49-50 B. The same-content task 50-51 C. The different-content task 51-52 D. Sample of oral pre-task 52-53 E. Sample of oral post-task 53-54 F. Sample of writing repetition task 54 英语专业毕业论⽂提纲篇3 Abstract 3-4 摘要 5-8 List of Abbreviations 8-9 Chapter One Introduction 9-13 1.1 Research Background 9-11 1.2 Necessity and Objectives of the Study 11-12 1.3 Thesis Organization 12-13 Chapter Two Literature Review 13-27 2.1 Defining Explicit Linguistic Knowledge (ELK) and Implicit Linguistic Knowledge (ILK) 13-16 2.2 Relationship Between Explicit and Implicit Knowledge 16-19。

英语毕业论文的提纲范文3篇

英语毕业论文的提纲范文3篇The outline model of English graduation thesis编订：JinTai College英语毕业论文的提纲范文3篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。

本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文的提纲范文2、篇章2：毕业论文提纲范文3、篇章3：毕业论文提纲范文篇章1:英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。

下面内容由小泰为大家分享英语毕业论文的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight's Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight's Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Characters in Midnight's Children2.1 Women's Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem's Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight's Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。

英语论文提纲

英语论文提纲论文提纲是作者构思谋篇的具体体现。

便于作者有条理地安排材料、展开论证。

英语论文提纲范文一：A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等;重点放在研究发现上。

关键词：3-5个。

Outline毕业论文由以下几部分组成：1 Introduction (绪论)绪论：本部分对论文整体上予以简单介绍，涉及以下方面：指出研究目的(Research aim) ，并把研究目的细化为2、3个研究问题(research questions)。

指出用何种理论框架(theoretical framework)有何研究意义(Significance of the present study)，方法论(methodology当前研究属于定性还是定量，有何具体方法)，语料收集(data collection，语料由何处，运用何种方法收集到的，为何用这些语料)，论文的结构(organization of the dissertation)2 Literature Review (文献综述)文献综述：本部分主要介绍以往的相关研究，要有陈述也有评论，重点指出以前研究存在的不足，或者没有解决的问题(让人明白本研究的必要性)。

如：以“A Contextual Study of Black English”(“黑人英语的语境论研究”)为题，本论文文献综述要围绕着国内外有关黑人英语的研究状况去写。

但是，不要写成1.国内的研究2.国外的研究，因为科研不分国内外，要有全球视角。

而是根据不同的视角去写。

2.1 语言学路径下的研究2.2 人类学路径下的研究2.3 文化学路径下的研究3 Theoretical Framework (理论框架)理论框架：本部分指出本研究所依据的理论基础，要对该理论有个概括的介绍，重点放在你要用的理论上，比如：语境或语域等。

英语论文提纲格式范文参考2篇

英语论文提纲格式范文参考2篇Reference to the model text of English thesis outline format编订：JinTai College英语论文提纲格式范文参考2篇前言：论文提纲是作者构思谋篇的具体体现，便于作者有条理地安排材料、展开论证。

有了一个好的提纲，就能纲举目张，提纲挈领，掌握全篇论文的基本骨架，使论文的结构完整统一，分清层次，明确重点，周密地谋篇布局，使总论点和分论点有机地统一起来。

本文档根据毕业论文提纲内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语论文提纲格式范文参考2、篇章2：关于大学英语论文提纲格式规范篇章1:英语论文提纲格式范文参考临近毕业了，大家的论文写好了吗，下文是英语论文提纲格式范文，希望大家有所收获!语言和内容是评判一篇英语论文质量高低的重要依据;但是,写作格式规范与否亦是一个不可忽略的衡量标准。

因此,规范英语论文的格式,使之与国际学术惯例接轨,对我们从事英语教学,英语论文写作,促进国际学术交流都具有重要意义。

由于英语论文写作规范随学科不同而各有所异,本文拟就人文类学科英语论文的主要组成部分,概述美国教育界、学术界通行的人文类英语论文写作规范,以供读者参考、仿效。

一、英语论文的标题一篇较长的英语论文（如英语毕业论文）一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行（通常为by,居中）的距离则为5cm,第三、第四行分别为作者姓名及日期（均居中）。

如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名（如）及本门课程的编号或名称（如:english 734或british novel）。

英语专业毕业论文提纲范文

英语专业毕业论文提纲范文精选英语专业毕业论文提纲怎么写?下面是为大家的英语专业毕业论文提纲精选，欢送参考~Why should we write the thesis?To write a thesis before graduation is a must for every university graduate.By writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.It is the reflection of a student s study in college.Whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to aept him/her or not.How long should we prepare for writing a thesis?One year or soWhat do we need when we write a thesis?Firstly, for English major, most important of all, it is English knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.Secondly, the way of writing is also important.A good title, some good ideas to support thesis statement, right language and standard format are what we need.The language style is something that we should pay much attention to, for example:Wording: we prefer big word to small one;Sentence: Long sentences are quite expectable.How do we write a thesis? How many steps should we follow?Generally speaking, when we write a thesis, we follow1steps:Choose a subject: that is, what you are going to write about. For English major, we may apply:Choose a title/Title a paper;Collect materials for reference in writing;Analyze the collected materials;Sort out the data and arguments;List references;Make up an outline;drafts;Proofread;The last version.What subjects may we choose to write?English and American LiteratureThe Practice and Theory of TranslationEnglish LanguageEnglish LinguisticsEnglish GrammarEnglish PhoicsEnglish LexicologyEnglish RhetoricLanguage and CultureELT MethodologyTeaching English in Middle School English Teaching Research and Survey The History of (All mentioned above)。

英语论文提纲格式范文

英语论文提纲格式范文英语论文提纲格式范文一．课题研究目的意义随着经济全球化趋势的进一步增强，英语日益成为我国对外开放和与各国进行经济文化等方面交流的重要工具，因此如何改进英语教学已成为人们街谈巷议的话题和举目关注的焦点。

我校经过三年多的实践和研究，已初步确立了小学英语活动体系的目标和模式，实践证明小学英语活动体系是必要的，可行的，普遍适应小学生身心发展规律。

近年来我国基础外语教育有了很大的发展，然而，在大力发展基础英语教育的同时。

很多教师却不同程度地忽略了儿童心理认知的特点。

综观我们的外语课堂教学，教师的教学理念与社会的要求还有较大的差距。

在传统的教学方法的影响下，教师仍占去课堂大部分时间，导致为学生成为语言知识的消极接受者。

因而从更高的层面上来反思小学英语教学，真正的把小学英语活动体系应用到日常英语教学与英语活动中去就显得尤为重要。

为了改变现状，更好地贯彻教育部关于《英语课程标准》的精神，培养学生交际运用语言的能力，实现知识、技能向能力的转化，培养学生在英语活动中生动活泼`积极主动地发展，我们提出了《小学英语活动的实效性研究》的课题研究。

二、理论依据和研究目标理论依据：活动型教学方式符合外语教学理论中的“情感过滤”假设。

有利于调节儿童的情感因素。

“情感过滤说”（the Affective Filter Hypothesis）是Dulay 和Burt于1977年提出的，旨在解释情感因素如何影响外语学习的过程。

情感过滤说认为，有了大量可理解语言信息的输入并不等于学生就能学好目的语，因为外语教学的进程还受到情感因素的影响。

语言输入必须通过情感过滤才有可能变成语言的吸收，也就是说，情感因素起着促进或阻碍语言获得的作用。

对教师来说，重要的是如何总结经验，寻找办法来激发学生的学习兴趣，强化情感因素对他们语言习得的正面影响。

符合儿童心理和生理特点的活动型教学法，可以寓教于乐，减轻心理压力，降低情感过滤，增加儿童愉快的情感体验，形成良好的心理倾向，激活儿童学习的兴趣和动机。